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ERIC Number: EJ884849
Record Type: Journal
Publication Date: 2010-May
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0022-0663
Longitudinal Relationships of Levels of Language in Writing and between Writing and Reading in Grades 1 to 7
Abbott, Robert D.; Berninger, Virginia W.; Fayol, Michel
Journal of Educational Psychology, v102 n2 p281-298 May 2010
Longitudinal structural equation modeling was used to evaluate longitudinal relationships across adjacent grade levels 1 to 7 for levels of language in writing (Model 1, subword letter writing, word spelling, and text composing) or writing and reading (Model 2, subword letter writing and word spelling and reading; Model 3, word spelling and reading and text composing and comprehending). Significant longitudinal relationships were observed within and across levels of language: spelling to spelling and spelling to composing (Grades 1 to 7), Models 1 and 3, and composing to spelling (Grades 3 to 6, Model 1; Grades 4 to 6, Model 3); spelling to word reading and word reading to spelling (Grades 2 to 7), Models 2 and 3; spelling to word reading (Grade 1), Model 2, and word reading to spelling (Grade 1), Model 3; composition to comprehension (Grades 3 to 5), Model 3; comprehension to composition (Grades 2 to 6), Model 3; and comprehension to word reading (Grades 1 to 6), Model 3. Results are discussed in reference to the levels of language in translating ideas into written language and integrating writing and reading. (Contains 6 tables, 3 figures, and 2 footnotes.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A